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Content-Specific Vocabulary in CLIL: Exploring L2 Learning Outcomes in a Primary Education Programme in Catalonia

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Title: Content-Specific Vocabulary in CLIL: Exploring L2 Learning Outcomes in a Primary Education Programme in Catalonia
Language: English
Authors: Alexandra Vraciu (ORCID 0000-0002-2239-2039), Anna Marsol
Source: Language Teaching Research. 2026 30(3):1082-1100.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 19
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 5
Intermediate Grades
Middle Schools
Descriptors: Foreign Countries, Content and Language Integrated Learning, Second Language Learning, English (Second Language), Elementary School Students, Grade 5, Vocabulary Development, Intervention, Correlation
Geographic Terms: Spain
DOI: 10.1177/13621688231170073
ISSN: 1362-1688
1477-0954
Abstract: The present study seeks to explore the effects of participating in a content and language integrated learning (CLIL) programme in terms of second language (L2) content-specific vocabulary learning in a primary education school. CLIL instruction has been found to benefit the development of English L2 vocabulary, more receptive than productive. Nonetheless, little is known on content-specific vocabulary learning in CLIL and how it is supported through classroom input with young learners. We explore the impact of a 4-week CLIL programme implemented in a Catalan primary education school with a group of 16 Catalan/Spanish first language (L1) children, aged 10-11 years. Vocabulary learning was measured by means of "ad hoc" tests, designed on the basis of the input from the CLIL materials and targeting vocabulary depth and breadth. The results indicate that CLIL instruction positively impacted children's depth and breadth of content-specific vocabulary knowledge. More specifically, the children experienced a significant improvement both in their receptive and productive knowledge of word meaning and form with regard to content-specific lexis. Moreover, with regard to children's productive vocabulary knowledge as elicited through a written content task, statistical improvement was found in terms of lexical diversity and sophistication, but not lexical density. We argue for the need to use input profiled assessment instruments to appraise L2 vocabulary gains in CLIL.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1500359
Database: ERIC
FullText Text:
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  Data: Content-Specific Vocabulary in CLIL: Exploring L2 Learning Outcomes in a Primary Education Programme in Catalonia
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  Data: <searchLink fieldCode="AR" term="%22Alexandra+Vraciu%22">Alexandra Vraciu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2239-2039">0000-0002-2239-2039</externalLink>)<br /><searchLink fieldCode="AR" term="%22Anna+Marsol%22">Anna Marsol</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Language+Teaching+Research%22"><i>Language Teaching Research</i></searchLink>. 2026 30(3):1082-1100.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Y
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  Data: 19
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Content+and+Language+Integrated+Learning%22">Content and Language Integrated Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+Development%22">Vocabulary Development</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Spain%22">Spain</searchLink>
– Name: DOI
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  Data: 10.1177/13621688231170073
– Name: ISSN
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  Data: 1362-1688<br />1477-0954
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The present study seeks to explore the effects of participating in a content and language integrated learning (CLIL) programme in terms of second language (L2) content-specific vocabulary learning in a primary education school. CLIL instruction has been found to benefit the development of English L2 vocabulary, more receptive than productive. Nonetheless, little is known on content-specific vocabulary learning in CLIL and how it is supported through classroom input with young learners. We explore the impact of a 4-week CLIL programme implemented in a Catalan primary education school with a group of 16 Catalan/Spanish first language (L1) children, aged 10-11 years. Vocabulary learning was measured by means of "ad hoc" tests, designed on the basis of the input from the CLIL materials and targeting vocabulary depth and breadth. The results indicate that CLIL instruction positively impacted children's depth and breadth of content-specific vocabulary knowledge. More specifically, the children experienced a significant improvement both in their receptive and productive knowledge of word meaning and form with regard to content-specific lexis. Moreover, with regard to children's productive vocabulary knowledge as elicited through a written content task, statistical improvement was found in terms of lexical diversity and sophistication, but not lexical density. We argue for the need to use input profiled assessment instruments to appraise L2 vocabulary gains in CLIL.
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        Value: 10.1177/13621688231170073
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        StartPage: 1082
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Content and Language Integrated Learning
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      – SubjectFull: Second Language Learning
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      – SubjectFull: English (Second Language)
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      – SubjectFull: Elementary School Students
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      – SubjectFull: Grade 5
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      – SubjectFull: Vocabulary Development
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      – SubjectFull: Intervention
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      – SubjectFull: Spain
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      – TitleFull: Content-Specific Vocabulary in CLIL: Exploring L2 Learning Outcomes in a Primary Education Programme in Catalonia
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